THE APPLICATION OF CYBERNETICS TO PEDAGOGY CAN CREATE A PRECISE SCIENCE OF INSTRUCTION AND EDUCATION THROUGH THE TIME-CONSUMING BUT INEVITABLE TRANSITION FROM IDENTIFICATION OF QUALITATIVE RELATIONSHIPS AMONG PEDAGOGICAL OBJECTS TO QUANTITATIVE ANALYSIS OF THESE OBJECTS. THE THEORETICAL UTILITY OF MATHEMATICAL MODELS AND FORMULAE FOR EXPLANATORY AND PREDICTIVE ANALYSES IS CONSTRAINED BY METHODOLOGICAL PITFALLS, SO IN MANY INSTANCES, RESEARCHERS MUST RESORT TO MONOGRAPHIC DESCRIPTIONS. NEVERTHELESS, TWO BASIC ASSUMPTIONS ARE THAT PEDAGOGY CAN BECOME A FORMAL SCIENCE AND THAT CREATIVE SCIENTISTS AND EDUCATORS CAN ACCOMPLISH THIS TASK WITH THE AID OF CYBERNETICS. THIS ARTICLE WAS TRANSLATED FROM "SOVETSKAYA PEDAGOGIKA," VOLUME 26, NUMBER 8, 1962, AND IS AVAILABLE AS PART OF DOCUMENT, "CYBERNETICS IN PEDAGOGY AND COMMUNICATIONS," FROM OFFICE OF TECHNICAL SERVICES, JOINT PUBLICATIONS RESEARCH SERVICE, BUILDING TEMPO E, EAST ADAMS DRIVE, 4TH AND 6TH STREETS, S.W., WASHINGTON, D.C. 20443. (LH)